Webquests in LOTE

					LOTEBUSTERS                                                        ICT Session – Webquests in LOTE


This session is designed to provide a teacher with an understanding of what
webquests are, and the process of going about planning and then building your own
webquest. Work through each of the activities at your own pace. Complete what you
don’t get done in your own time.

Activity 1: Understanding Webquests
Visit the following website address
http://www.thirteen.org/edonline/concept2class/webquests/index.html

Work through the information on the explanation tab that describes the concept of a webquest, listen to
the video links that interest you or read the transcripts, click on the buzzword links to deepen your
understanding of webquests, and click on the “What do you think?” links to stimulate your ideas.

Topics to cover in the online tutorial
     What is a WebQuest?
     What are the benefits of WebQuests?
     How did WebQuests start, and how have they developed since they became popular?
     What are the essential parts of a WebQuest?
     What kinds of topics lend themselves to WebQuests?
     What do I need to create a WebQuest?
     What are some critical perspectives?
     How can I use WebQuests in conjunction with other educational techniques?

At the conclusion of this online tutorial, you should have a clearer understanding of the concept behind
webquests.

A Webquest on Webquests
Visit the following page http://webquest.sdsu.edu/webquestwebquest.html
Choose which webquest you wish to complete as a pair. You may wish to switch pairs so that you are with
a teacher who teaches the same age level as you do.

In this webquest you are going to analyse a range of webquests suitable to the age group you have
chosen. These webquests are not perfect, but provide you with a wide sample of features of a webquest.
Use the webquest to set the scene and provide links to the websites. Use the table on Page 7 rather than
the one included with the webquest to evaluate the sites.

Activity 2: Creating your own webquests for LOTE

Finding your Web Quest topic
The overarching topic of your WebQuest can be almost anything. It can teach a language topic, a cultural
element or a blend of both. You would already have general topics that you cover for a year level or age
group. The simplest thing to do would be to take this topic as the general basis of your webquest.
Webquests for VCE
With senior LOTE students, requirements for their study are set out in the VCE study design for each
language. There is a perfect opportunity at Unit 3 & 4 to adapt the detailed study requirements into a
Web Quest format, where the material produced at the end of the process includes a written piece and
the preparation for the oral piece. This may be as a practice or the actual SAC.

Task:
Determine an overarching topic to set for a Webquest, fill this information into your planning template
on page 9.

Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                          ICT Session – Webquests in LOTE

Looking for webquests that are already out there.
First point of call would be to research to see if there are any webquests that are already out there on the
topic that you would like to focus on. The reality is that some languages are better catered for than
others. However, there are already some very good Web Quests in existence that focus on European
languages such as French (thank you Canada) and Spanish (United States).

Utilise facilities such as the following search tools or by Googling your topic to find webquests to use. You
can always use search engines from the country whose language you teach. It is always easier to use or
modify someone else’s concept rather than have to invent your own from scratch. If you do find a
webquest that covers the topic you are looking to do, it is worth evaluating it first to ensure it meets your
needs. If you find one that does, it is as simple as giving your students the web address to use. Otherwise,
you might want to take the concepts you find in one to then develop your own.
Search Links
      http://bestwebquests.com/default.asp
      http://webquest.org/search/
      http://its.guilford.k12.nc.us/webquests/other.html
      http://eduscapes.com/tap/topic4.htm#3
      http://www.gecdsb.on.ca/d&g/DP/main.htm
      http://www.primaryschool.com.au/webquestsresults.php
      http://www.carla.umn.edu/cobaltt/techresources/languages.html

Task:
Choose a webquest from those listed below that are “targeted” to your language. Don’t expect too
much, there are few good LOTE webquests around. Have a good look at the webquest. Is it really a
‘WebQuest’? Or is it just a web-based activity. What do you like about it? What disappoints you about
it? Would you use it? Would you adapt it? Try completing the following Rubric to evaluate the webquest
http://webquest.sdsu.edu/webquestrubric.html

Spanish
Bilingual WebQuest for students of English & Spanish
http://www.teachersfirst.com./getsource.cfm?id=2125

Cinco de Mayo webquest - Primary
http://www.zianet.com/cjcox/edutech4learning/cinco.html

A quest to save Machu Picchu – Secondary Spanish
http://coe.west.asu.edu/students/lfitzgerald/webquest.htm

Deportes – Secondary Spanish
http://www.west.asu.edu/achristie/547/03WQ/nate/sports.htm

La comida – Secondary Spanish
http://coe.west.asu.edu/students/nmickelson/webquest/cmd.htm

Celebrating Eva Peron
http://oncampus.richmond.edu/academics/education/projects/webquests/argentina/

German
A weekend break in Europe – (Ireland)
http://www.teachnet.ie/stpats/germany_99295318/intro.html




Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                       ICT Session – Webquests in LOTE

Most influential person in German speaking Europe (US)
http://www.burke.k12.nc.us/instructionaltech/webquests/spiegel/

Poetry in German (US)
http://www.yorkville.k12.il.us/webquests/webqpecka4/index.htm

A holiday in Germany (Australia)
http://www.curriculumsupport.nsw.edu.au/learningtechnologies/webquests/zwei_wochen/student/orie
ntation.htm

The Euro
http://home.comcast.net/~btzwebquest/WebQuest.doc

Sharks
http://home.pages.at/coconutonair/

Christmas in Germany
http://www.webquest.org/questgarden/lessons/04047-061223005657/

Welcome to Germany
http://home.freeuk.com/elloughton13/gwelcome.htm

Leben auf dem Kleinplanet
http://telecom.tlab.ch/~knoll/methoden/webquest/wq_gravi/wq_grav.htm

Verpackungen
http://www.bescherer.de/webquests/webquests/webquest_1/index.html

Italian
Un viaggio in Italia
http://www.webquest.org/questgarden/lessons/14682-060124155309/

A summer study holiday in Italy
http://academic.udayton.edu/VitoBrondolo/assignments/quest/index.html

Una citta in Italia
http://www2.lhric.org/kat/wq/WQITALIA.HTM

Let’s open a restaurant - Italian
http://coe.west.asu.edu/students/dcronin/italy/index.htm

Andiamo in Italia
http://www.burlington.mec.edu/memorial/Andiamo%20in%20Italia.html

Io non fumo
http://www.pillastudents.altervista.org/pagine/introduzione.htm

Links to a range of Italian language webquests
http://www.apprendereonline.it/public/elenco_webquest.php

Japanese
A Voyage to Japan
http://www.spa3.k12.sc.us/WebQuests/JAPAN%20WEBQUEST/Index.html

Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                    ICT Session – Webquests in LOTE


Holiday in Japan
http://resources.mhs.vic.edu.au/library/hij_index.htm

Japanese what can it mean?
http://resources.mhs.vic.edu.au/library/jpr2/japanese_productSK2.htm

Exploring Japan
http://www.education.umd.edu/Depts/EDCI/edci385/webquests3/Webquest5/student.htm

Discover Japan
http://www.uwosh.edu/departments/for_lang/Japanese/WebQuest/discover/DiscoverJapan.html

Japanese Language Webquest
http://www.sfusd.k12.ca.us/schwww/sch618/japan/Writing/Language_WebQuest.html

Chinese
Life in China
http://members.aol.com/mahelenju/index.html

Chinese New Year
http://questgarden.com/46/53/3/070209232501/

Searching for China
http://www.kn.pacbell.com/wired/China/ChinaQuest.html

Dynasties of China
http://sites.lps.org/wq12/

Chinese cultural revolution
http://www.eteachers.com.au/Samples/int/Sec/China/Studyroom/6cultrev/webcultural.htm

Six paths to China
http://www.kn.pacbell.com/wired/China/index.html

Indonesian
A trip to Indonesia
http://www.occ.act.edu.au/home/itpd/webquests/annie/indonesia.htm

A Balinese Education
http://www.bsclotecoe.vic.edu.au/Bali%20Webquest/index.htm

The Spice Trade
http://www.bsclotecoe.vic.edu.au/Indo/index.htm

Wayang Kulit
http://www.icr.com.au/~danaj/Welcome.htm

French
Technology and Evolution
http://www.cadre.qc.ca/cemis/projets/histoire2001/histoirew.htm



Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                          ICT Session – Webquests in LOTE

Famous French People
http://www2.mcps.k12.md.us/schools/sligoms/Kornrich/welcome.htm

Le musee de beaux arts de Belleville
http://www.geocities.com/Paris/LeftBank/9806/belleville.html

A French Exchange
http://www.webquestuk.org.uk/Un%20Sejour/Un%20Sejour%20a%20Paris.htm

Lauréats Nobel Posthumes
http://members.shaw.ca/teacher_lib/index.html

Some topics are very common and come up time and time again. Particularly webquests that involve
arranging visits to that country. I would encourage you to AVOID that as a topic.

Want to modify someone else’s WebQuest?
Follow this link to guide you on this process http://webquest.sdsu.edu/adapting/index.html

Turning your “topic” into a webquest?
If you cannot find a webquest to use or modify, you will have to come up with your own. While it is very
easy to come up with a webquest topic; it is another thing again to come up with a concept or “big
question” to base the webquest around.

The Big Question and the Major Task
Determining your big question is perhaps the most difficult part of creating your webquest. Sometimes
you will need to determine what it is that you want the students to uncover and be able to produce that
will help you to decide on your “big question”. By now you’ve seen a range of examples of questions and
tasks and realize that there are plenty of options here. It is important to be creative with your scenario
ideas. This is where you can bring in some authenticity to the task. While creating a travel itinerary is
authentic, it is not particularly imaginative! Sometimes your big questions will be driven by the task you
choose to do. This is also a useful way to devise your activity. Visit the following website to get some ideas
on a suitable task for your WebQuest.
http://webquest.sdsu.edu/taskonomy.html

Task:
Working with your partner, come up with the “Big question” and major task for each of your topics. Add
this information to your planning document in the Introduction section and tasks section. You can flesh
this information out in greater detail as you develop your WebQuest.

Determining your Process and gathering your resources
Now that you have determined your main topic and task, you will need to group together your ideas to
determine how this activity should proceed. One aspect of this is to create roles for the students. As the
whole point of a webquest is to have students work in a team, and to also be responsible for individual
research, you need to break down what they have to uncover into roles. These may be experts in a certain
area, or they may be real roles such as a historian, or an artisan. Look to other webquests and resources
for ideas.
You also need to break the activity down into clear, concise steps for students to follow to scaffold their
learning. You may end up revising your process many times over.

Searching the web effectively
One of the goals of a webquest is to prevent students wasting time searching the web. Instead, suitable
resources are provided for them, and you have to locate them. While searching for sites, keep your
student cohort in mind for assessing difficulty of language, amount of text on the pages, type of resource.

Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                         ICT Session – Webquests in LOTE

Senior students are far more able to cope with large amounts of text than junior students. They are also
more inclined to read. Try and mix the types of resources up if possible by looking for sound, image and
video files where appropriate.

Access the following websites to assist you in better search techniques
http://webquest.sdsu.edu/searching/stepzero.html
http://webquest.sdsu.edu/searching/fournets.htm
http://webquest.sdsu.edu/searching/specialized.html

As you find suitable web resources, copy the URL and paste it into your planning document for use later.
Also type in a short description of the information you’ve located on that site to assist you in the
construction of your WebQuest later.

Task:
Go to your planning document and start to plan out your process. Outline your roles and find some
relevant web resources to get you started. Use the following checklist once you’ve completed your
process and resources to check that they are appropriate to a webquest.
http://webquest.sdsu.edu/processchecker.html

Finalising your plan
You will find that you spend a lot of time revising your WebQuest plan. Determining the assessment rubric
may trigger you to change elements of your webquest and vice versa.
Once you are clear on all aspects of your webquest write up a Conclusion to draw all of the elements
together.

Task:
Plan your assessment rubric and write up your conclusion

Session 3: Building your webquest
Once all of the planning and resource gathering has been done, the next stage is to put it all together. You
don’t need web design skills to build a web quest, but you do need access to a program such as Front
Page or Dream Weaver to actually edit the pages. Make use of the template provided today or one of
those available from the websites of Bernie Dodge or Tom March. The other alternative is to use one of
the webquest generating sites on the internet.

These documents will assist you in this process
http://www.bsclotecoe.vic.edu.au/greenlush/Webquests/BuildingOnline.doc
http://www.bsclotecoe.vic.edu.au/greenlush/Webquests/BuildingTemp.doc

Test, Test, Test, then make it live
Test all of the links on your site once you have constructed it to ensure that they are working accurately.
Once this is done the next step is to get it live on the web to share with the wider educational community.




Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                            ICT Session – Webquests in LOTE



                                             Webquest about Webquests – WebQuest Analysis
    1. Circle the names of webquests you examine in the first column
    2. Take down notes as to how effectively each webquest addresses the areas of efficiency, collaboration, higher order thinking
       and use of the technology.
    3. This information will be shared with the group.


                             Efficiency                                                                   Higher Order Thinking               Technical Use
                                                                     Collaboration                                                            Does the webquest make good use
                             Is the activity focused? Are the                                             Does this activity require only
                                                                     Does the activity require                                                of internet resources? Does it use
        WebQuest             processes clear and concise? Will                                            factual recall or does it address
                                                                     collaboration and consensus? Could                                       other technologies such as sound,
                             they stay on track with the activity?                                        higher order thinking? Does it
                                                                     a student complete this alone? Is                                        video, animations, graphics etc? Are
                             Are the learning outcomes worth                                              require some level of independent
                                                                     the collaboration contrived?                                             the sites that it links to interesting
                             the effort?                                                                  thinking on the students’ part?
                                                                                                                                              resources?

   A stitch in time
   Civil War Journal
   Who wants to be a
    millionaire?

   Bowhead Whale
    hunting
   Our Sunsational Star
   The problem with
    landfills
   Gallery of art-i-facts

   Meet the immigrants
   Journey back in time
   Ancient Egypt
   Conflict Yellowstone



Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                              ICT Session – Webquests in LOTE




                               Efficiency                                                                   Higher Order Thinking               Technical Use
                                                                       Collaboration                                                            Does the webquest make good use
                               Is the activity focused? Are the                                             Does this activity require only
                                                                       Does the activity require                                                of internet resources? Does it use
        WebQuest               processes clear and concise? Will                                            factual recall or does it address
                                                                       collaboration and consensus? Could                                       other technologies such as sound,
                               they stay on track with the activity?                                        higher order thinking? Does it
                                                                       a student complete this alone? Is                                        video, animations, graphics etc? Are
                               Are the learning outcomes worth                                              require some level of independent
                                                                       the collaboration contrived?                                             the sites that it links to interesting
                               the effort?                                                                  thinking on the students’ part?
                                                                                                                                                resources?

    Wolves

   North Carolina Zoo
    breakout
   Tempests of Fiction and
    Fact
   Creative Encounters
   The Gilded Age

   Ancient Egypt
    Webquest
   Penguins
   Poetry and the planets
   Extra, extra



        1.   Of the webquests analysed, which did you consider to be the best? Why?

        2.   Which did you consider to be the worst? Why?

        3.   What features do you think work bests in the layout of a webquest?

        4.   What features do you think work best in the content of a webquest?

        5.   What would you avoid when making your own?


Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                            ICT Session – Webquests in LOTE



                                    Webquest Plan
Curriculum Topic:


Planning the Introduction:
The purpose of this section is to prepare and hook the reader, remember your students are your audience.
Write a short paragraph here to introduce the activity or lesson to your students. If there is a role or
scenario involved then here is where you’ll set the stage. It is also in this section that you’ll communicate
the Big Question that the WebQuest is centered around.
Example:
The new millennium is upon us. How will the culture of your generation be reflected to future
generations?
Detail the basics of your Introduction here




Outline your Task
The task focuses learners on what they are going to do – specifically, the culminating performance or
product that drives all of the learning activities. Here you need to describe crisply and clearly what the end
result of the learners’ activities will be. Don’t list the steps that students will go through to get to the end
point. That belongs in the process section.
Example:
The “Snapshot in time Committee” has been established by the American Historical Foundation to select
pictures and documents to best represent the culture of today’s youth. As select members of this
distinguished committee, you and your peers must search, evaluate and identify the selections to be
included in the foundations electronic time capsule. You will defend your choices in an explanatory essay
and present the final selections to the American Historical Foundation.
Detail the outline of your Task here




Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence
LOTEBUSTERS                                                          ICT Session – Webquests in LOTE

Determining the Process
This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources,
and tools for organising information. Learners will access the online resources that you’ve identified as
they go through the process. In this section you might also provide some guidance on how to organize the
information that they have gathered. It is at this point that roles and responsibilities are determined to
allow for the task to be completed.
Example:
http://projects.edtech.sandi.net/grant/insects/process.htm
Detail the outline of your process here, clearly describe the roles required and the resources to be
accessed for each part of the task (paste weblinks where necessary):




Plan your Evaluation
This section describes the evaluation criteria needed to meet performance and content standards. Describe
to the learners how their performance will be evaluated. The assessment rubric should align with the
culminating project or performance, as outlined in the task section of the webquest. Specify whether there
will be a common grade for group work vs. individual grades. Utilise a rubric generator like Rubistar to
assist your development.




Work out your conclusion
The conclusion brings closure and encourages reflection. Summarise what the learners will have
accomplished or learned by completing this activity or lesson. You might also include some rhetorical
questions or additional links to encourage them to extend their thinking into other content beyond this
lesson.




http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

Kelly Beattie, Berwick Secondary College LOTE Centre of Excellence

				
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